TSLB3033 PRINCIPLES & PRACTICE IN ELT

TABLE OF CONTENTS
 RUKUN NEGARA 3
 FALSAFAH PENDIDIKAN KEBANGSAAN 4
 INTRODUCTION 5
 AIMS & OBJECTIVES 6 UNDERLYING PEDAGOGICAL PRINCIPLES OF THE
CURRICULUM 7
 CURRICULUM ORGANISATION 9
 A MODULAR CURRICULUM 10
 THE MODULAR CONFIGURATION 12
 CURRICULUM CONTENT FOR LEVEL 2 15
 EDUCATIONAL EMPHASES 18
 CONTENT, LEARNING AND PERFORMANCE LEVELS -LISTENING AND
SPEAKING 29
 CONTENT, LEARNING AND PERFORMANCE LEVELS -READING 34
 CONTENT, LEARNING AND PERFORMANCE LEVELS -WRITING 37
 CONTENT, LEARNING AND PERFORMANCE LEVELS- LANGUAGE ARTS 42
 CONTENT, LEARNING AND PERFORMANCE LEVELS- GRAMMAR 45
 WORD LIST FOR LEVEL 2 48
AIMS
 The English Language Curriculum for Primary Schools
aims to equip pupils with basic language skills to
enable them to communicate effectively in a variety of
contexts that is appropriate to the pupils’ level of
development
OBJECTIVES
By the end of Year 6, pupils should be able to:
i. communicate with peers and adults confidently and
appropriately in formal and informal situations;
ii. read and comprehend a range of English texts for
information and enjoyment;
iii. write a range of texts using appropriate language, style
and form through a variety of media;
iv. appreciate and demonstrate understanding of English
language literary or creative works for enjoyment; and
v. use correct and appropriate rules of grammar in speech and
writing.
UNDERLYING PEDAGOGICAL
PRINCIPLES OF THE CURRICULUM
i. Back to basics
 It is essential for teachers to begin with basic literacy
skills in order to build a strong foundation of language
skills.
 Basic listening and speaking skills are introduced in
order to help pupils enrich their understanding of the
language.
 The strategy of phonics is introduced to help pupils
read while a good foundation in penmanship will help
pupils acquire good handwriting.
ii. Fun, meaningful and purposeful learning
Lessons which are contextualised and meaningful help
pupils to learn more effectively.
Lessons should be fun and interesting through pupil-
centred learning activities.
iii. Learner-centred teaching and learning
 Teaching approaches, lessons and materials must suit
the differing needs and abilities of pupils.
 It is important that appropriate activities and materials
are used with pupils of different learning capabilities
so that their full potential can be realised.
 The Mastery Learning strategy will ensure that pupils
master all learning standards in order to help them
acquire the language.
iv. Integration of salient new technologies
 In line with growing globalisation, technology is used
extensively in our daily life for a variety of purposes
such as communication, to gain information,
knowledge and to be connected globally.
 Hence, emergent technologies can be used in language
teaching and learning to engage pupils in more visual
and interactive activities.
 Information available on the Internet and other
electronic media will be vital for knowledge
acquisition.
vi. Assessment
 Assessment for learning is an integral part of teaching and
learning which enables teachers to assess whether pupils
have acquired the learning standards taught.
 The feedback gained on pupils’ progress in learning will
inform teachers on the best approach or strategy for
enhancement in the classroom teaching and learning. All
language skills should be assessed using appropriate
assessment tools.
 Formative and summative assessments should be used to
gauge pupils' performance.
 Formative assessment is conducted as an on-going process,
while summative assessment is conducted at the end of a
particular unit or term.
vi. Character-building
 An important principle which needs to be inculcated
through the curriculum is character building.
 Lessons based on values have to be incorporated in
teaching and learning in order to impart the
importance of good values for the wholesome
development of individuals.
CURRICULUM ORGANISATION
 The Standard-based English Language Curriculum for
Malaysian National Primary Schools (SK) is designed
to provide pupils with a strong foundation in the
English language.
 Teachers should use Standard British English as a
reference and model for spelling, grammar and
pronunciation for standardisation.
 Primary education is divided into two stages:
 Stage One - Year 1, 2 and 3
 Stage Two - Year 4, 5 and 6
 The modules for Stage One and Stage Two are:

Stage One Stage Two

Year 1 and 2 Year 3 Year 4, 5 and 6

Module One: Listening Module One: Listening Module One: Listening
and Speaking and Speaking and Speaking
Module Two: Reading Module Two: Reading Module Two: Reading
Module Three: Writing Module Three: Module Three:
Module Four: Language Writing/Grammar Writing/Grammar
Arts Module Four: Module Four:
Grammar/Writing Grammar/Writing
Module Five: Language Module Five: Language
Arts Arts (Contemporary
Children’s Literature)
 The emphasis on grammar in the second language is
deferred to a later stage as pupils need to develop an
awareness of grammar in their first language.
 Although grammar is implicitly taught in Year 1 and 2,
the grammar module is only introduced in Year 3 to
reduce the stress of learning in the early years.
A MODULAR CURRICULUM
 The modularity of the Standard-based English
Language Curriculum is of a modular structure.
 By organising the curriculum standards under five
modules (four for Years 1 and 2), pupils will be able to
focus on the development of salient language skills or
sub-skills under each module through purposeful
activities in meaningful contexts.
 This modular approach does not exclude integration of
skills.
 However, skills integration is exploited strategically to
enhance pupils’ development of specific language
skills as described in the content and learning
standards in a module.
 This curriculum is modular in design and this is
reflected in the organization of the content and
learning standards.
 In order to make learning more meaningful and
purposeful, language input is presented under themes
and topics which are appropriate for pupils. Three
broad themes have been identified in the curriculum.
They are:
 World of Self, Family and Friends
 World of Stories
 World of Knowledge
 These are broad themes from which content topics for
lessons and activities to be derived for teaching and
learning.
 All language skills are to be taught through these
themes which provide the context for language
learning.
 Therefore, a balanced treatment of these themes is
essential to enhance the development of language
skills through various strategies and activities.
 Hence, these will develop personal learning and
growth which will eventually lead to the development
of more holistic and balanced individuals.
The World of Self, Family and
Friends
 serves to increase the awareness of how pupils relate to
themselves, their surroundings, family, loved ones and
friends.
 Here, pupils relate language learning to their surroundings
and environment.
 Topics drawn from this theme help raise pupils’ awareness
of the importance of self-care, care and concern for family
and friends.
 Therefore, pupils need to be aware of the community and
society around them.
 An integral part of this theme is the teaching and learning
of social skills; an important aspect of communication.
The World of Stories
 Introduces pupils to the wonderful and magical world of
stories.
 Stories may range from local fables, folk tales, legends and
myths to tales around the region as well as far-away lands.
 Through these stories, pupils are exposed to a wide range of
vocabulary, sentence structures and aspects of creative
writing.
 Moral values, knowledge, understanding and tolerance of
other cultures and beliefs are to be imparted through these
stories.
 These will help pupils understand different cultural beliefs
and learn to live harmoniously with others who believe and
think differently
The World of Knowledge
 Encompasses general knowledge about the world and
current issues which are appropriate for pupils of this
level.
 Areas which pupils should be exposed to are general
knowledge, simple scientific and mathematical
knowledge, financial literacy, environmental issues,
awareness of safety and corruption.
 Other current issues which are pertinent to pupils of
this level should also be included.
THE MODULAR CONFIGURATION
Recommended Time Allocation for
English Language Lessons

 The table below is a recommendation on how the 300

minutes allocated for the English language lessons
should be divided throughout the week.
 However, schools are given the flexibility and liberty to
adapt the total number of minutes for each module
according to the needs of the pupils as long as the 300
minutes of English lessons in a week is adhered to.
Suggested time allocation
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
(60 mins) (60 mins) (60 mins) (60 mins) (60 mins)

Listening & Reading Writing/ Grammar/ Language Arts

Speaking Grammar Writing (Contemporar
y Children’s
Literature)
CURRICULUM CONTENT
 This document details the English Language
curriculum for Year 4. The curriculum content is
organised according to Content Standards and
Learning Standards.
 Content Standards specify the essential knowledge,
skills and understandings that pupils need to acquire
by the end of Year 6.
 Learning Standards describe in detail the degree or
quality of proficiency that pupils need to acquire in
relation to the Content Standards for a particular year.
1.0 LISTENING AND SPEAKING
 The Listening and Speaking module aims to develop
pupils’ ability to listen and respond to stimulus with
guidance, participate in daily conversations, listen and
demonstrate understanding of oral texts and speak
confidently on related topics with guidance.
 Pupils should be taught how to listen carefully and be
encouraged to speak with the correct pronunciation,
stress and intonation in various situational contexts.
 In addition, pupils are also encouraged to recognise,
understand and use verbal and non-verbal cues for
effective communication.
 Relationships are established through the ability to
communicate.
 Pupils first learn to listen, then speak and share thoughts,
ideas and feelings.
 They need to listen carefully and respond to what others
say, and think about the needs of their listeners.
 Social conventions in listening and speaking such as turn
taking, politeness and courtesy need to be observed.
 These are crucial especially in group discussions where
viewpoints and opinions are exchanged.
 The use of various text types is recommended; ranging
from teacher-simulated texts to media broadcasts and
authentic dialogues.
 By the end of Year 6, pupils will become confident speakers
who can communicate effectively, appropriately and
coherently in any given context
2.0 READING
 The Reading module begins by developing pupils’ ability to
read words, phrases and sentences.
 Pupils are taught reading skills and strategies to further
develop their reading ability so that they can progress to
reading a variety of texts for information and enjoyment.
 In order to develop pupils’ ability to read independently,
they are also taught to apply dictionary skills and find
meaning of words from context.
 Appropriate reading materials should be utilised to
enhance pupils’ reading skills.
 By the end of Year 6, pupils will be able to read a variety of
texts effectively and efficiently so that they become avid
and independent readers.
3.0 WRITING
 The Writing module aims to develop the pupils’ ability to write and
present a range of texts using appropriate language, style and form for
different purposes and audience through a variety of media.
 They learn to write words, phrases, sentences and paragraphs in neat
legible print and cursive writing.
 The use of ICT should be encouraged so that pupils are able to source
for information and communicate via the electronic media.
 Pupils are also introduced to the process of writing simple
compositions which includes planning, drafting, revising and editing.
 In addition, the mechanics of writing such as spelling, punctuation and
grammar checking is emphasised.
 The writing at this level is guided.
 The amount of control is gradually relaxed; moving pupils towards
independent writing.
 By the end of Year 6, pupils will be able to write a range of texts using
appropriate language, style and form through a variety of media.
4.0 LANGUAGE ARTS
 The Contemporary Children’s Literature component is taught
during the Language Arts lessons to expose pupils to different
literary genres such as short stories, poems and graphic
novels.
 Teachers are to explore texts of these genres to create fun-
filled and meaningful activities so that pupils will benefit from
the learning experience and gain exposure to the aesthetic use
of the language.
 The Language Arts module provides opportunities for pupils
to immerse in a variety of literary works and engage them in
planning, organising, producing and performing creative
works.
 This will further stimulate pupils’ imagination, interest and
creativity.
5.0 GRAMMAR
 The Grammar module aims to develop pupils’ ability to use
correct rules of grammar in speech and writing.
 Grammar is essential to the teaching and learning of
languages and should be taught in context as well as
explicitly.
 Teachers should employ various strategies in teaching
grammar so that learning becomes effective, interesting,
fun and relevant.
 This can be realised through various techniques such as
language games, quizzes and songs that will make the
learning of grammar more accessible.
 By the end of Year 6, pupils will be able to use different
word classes and construct various sentence types correctly
and appropriately
EDUCATIONAL EMPHASES
 The Educational Emphases reflect current developments in
education.
 These emphases are infused and woven into classroom
lessons to prepare pupils for the challenges of the real
world.
 In this respect, Moral Education, Citizenship Education,
Patriotism, Thinking Skills, Mastery Learning, Information
and Communication Technology Skills, Multiple
Intelligences, Constructivism, Contextual Learning,
Learning How to Learn Skills, Creativity and Innovation,
Entrepreneurship and 21st century skills are incorporated
where appropriate and relevant in lessons.
 The educational emphases included are explained briefly
below:
Higher Order Thinking Skills
 The National Curriculum aims to produce wholesome,
resilient, curious, principled, knowledgeable and
patriotic pupils who have thinking, communicative
and collaborative skills.
 Pupils need to be equipped with 21st century skills for
them to compete globally. This is outlined in the
National Education Blueprint where every pupil will
be equipped with leadership skills, bilingualism, ethics
and spiritualism, social identity, knowledge and
thinking skills.
 Thinking skills have been emphasised in the
curriculum since 1994 with the introduction of
Creative and Critical Thinking Skills.
 Beginning 2011, the Standard-based Curriculum for
Primary Schools gives emphasis to higher order
thinking skills (HOTS).
 Higher order thinking skills encompass the ability to
apply knowledge, skills and values along with
reasoning and reflective skills to solve problems, make
decisions and be innovative and creative.
 Higher order thinking skills refer to the skills of
applying, analysing, evaluating and creating as
reflected in Table 3.
Table 3
 HOTS are explicitly written in the curriculum and can
be applied in the classroom through teaching and
learning activities in the form of reasoning, inquiry
learning, problem solving and project work.
 Teachers and pupils need to use thinking tools such as
thinking maps and Thinking Hats along with higher
order questioning methods in and out of the
classroom to encourage pupils to think.
 In doing so, pupils are given responsibility towards
their own learning.
 Mastery Learning
 Mastery Learning will ensure that all pupils master the
learning standards stipulated in the Standard-based
Curriculum.
 Mastery Learning requires quality teaching and
learning in the classroom.
 Sufficient time and appropriate learning conditions
should be allowed so that pupils master the learning
standards stipulated in this document.
 Information and Communication Technology Skills
(ICT)
 Information and Communication Technology Skills (ICT)
include the use of multimedia resources such as TV
documentaries and the Internet, as well as the use of
computer-related activities such as e-mailing, networking
and interacting with electronic courseware.
 Multiple Intelligences
 The theory of Multiple Intelligences describes the different
intelligences human beings possess.
 Teachers need to be aware of these different intelligences
pupils possess in order to maximise teaching and learning.
 Various teaching and learning strategies should be planned
by teachers to foster and nurture the different intelligences
of pupils in order to meet their varying learning styles and
needs.
 Constructivism
 Constructivism will enable pupils to build new
knowledge and concepts based on existing knowledge
or schema that they have.
 The teacher assists pupils to acquire new knowledge
and solve problems through pupil-centred active
learning.
 Contextual Learning
 Contextual Learning is an approach to learning which
connects the contents being learnt to the pupils’ daily
lives, the community around them and the working
world.
 Learning takes place when a pupil is able to relate
knowledge acquired to their own lives.
 Learning How to Learn Skills
 Learning How to Learn Skills are integrated in
classroom lessons and aim to enable pupils to take
responsibility for their own learning.
 These skills incorporate study skills which help pupils
to access information and thus, equip them to become
independent life-long learners.
 Values and Citizenship
 The values contained in the Standard-based
Curriculum for Moral Studies are incorporated into
the English language lessons.
 Elements of patriotism and citizenship are emphasised
in lessons to cultivate a love for the nation and produce
patriotic citizens.
 Knowledge Acquisition
 In teaching the language, content is drawn from various
subject disciplines across the curriculum.
 Knowledge is also further acquired from various sources to
enable pupils to keep abreast with current affairs.
 Creativity and Innovation
 Creativity is the ability to produce something new and
different in an imaginative way.
 Innovation is the process of idea generation and the
utilisation of the creative idea in relevant contexts.
 Through creative and innovative teaching approaches,
pupils will display interest, curiosity, excitement and
greater growth in learning.
 Creativity and innovation in pupils should be exploited and
nurtured to ensure that their full potential is realised.
 Entrepreneurship
 Fostering the entrepreneurial mind-set among pupils
at their young age is essential in this competitive and
global age.
 Some of the elements that are linked to
entrepreneurship are creativity, innovation and
initiative, which are also attributes for personal
fulfilment and success.
 The elements of entrepreneurship are incorporated in
lessons through relevant and meaningful activities
School Based
 Formative assessment is aAssessment
part of school-based assessment.
 Formative assessment or assessment for learning is an
important aspect of teaching and learning in the classroom
and good pedagogy always includes this.
 Formative assessment is carried out by teachers to gain
feedback on their pupils’ learning and provide them with
the necessary information regarding their pupils’ learning
so that they can make changes to their teaching by perhaps,
changing their approaches or methodology in order to
further enhance pupils’ learning in the classroom.
 Thus, formative assessment is carried out during classroom
teaching and learning.
 In order to help teachers implement effective school
based assessment, the assessment element has been
incorporated into this document together with the
content and learning standards.
 Teachers should refer to the Performance Standard to
help them ascertain the level of their pupils’
acquisition of the various learning standards.
 The levels have been designed to help teachers gauge
the level of their pupils’ understanding and acquisition
of the skills taught.
 With this knowledge, teachers may change their
approach or methodology to help their pupils master
the intended learning standard.
 Teachers should refer to this document to plan their
lessons and assess their pupils.
 Assessment should be carried out during the teaching
and learning process and pupils achievement levels are
recorded and reported every quarterly.
 Various methods of assessment such as checklists,
observations, oral presentations, quizzes, question and
answer, task sheets or written assignments can be used
to document the attainment of the learning standards.
 Through this process, teachers will be able to build a
profile of their pupils’ language development through
an on-going assessment.
Performance Standard
Performance Level Descriptor

1 Very limited

2 Limited

3 Satisfactory

4 Good

5 Very good

6 Excellent